Faculty Handbook: Frequently Asked Questions

How does DSS justify extra time on tests for learning disabled students?

It seems unfair to the other students, who would probably improve
their scores as well, if they were allowed additional time.
Various factors account for the need for extra time on tests for learning
disabled students. These include:

speed of processing

difficulty with the mechanics of spelling, punctuation, and syntax

visual perceptual deficits

reading comprehension deficits

Research
(UC Berkeley, and the University of Toronto, 1993) on the effects
of extended time on exams has shown dramatic improvements for students
with learning disabilities, but only marginal improvement for students
without learning disabilities. Rather than providing learning disabled
students with an unfair advantage over other students, extended
time for exams allows these students to demonstrate their mastery
of course objectives rather than reflect their learning disabilities.

What kinds of test accommodations do students with low vision use?

Students with low-vision, although they are able to read the test questions,
experience a great deal of fatigue while concentrating on the printed
word (even when enlarged) and may want to use a reader as a back-up
support.

As a professor, can I be assured that students who take my test at
the DSS office are being monitored closely enough to prevent cheating?

Students who use test accommodations through DSS are monitored regularly
by DSS staff. If the professor wishes to have a proctor in the room
with the student at all times, we will be happy to make that arrangement.

Does a student who identifies him or herself to the university as having
a physical or learning disability automatically receive support
services from DSS or the Stephen Benson Program (SBP)?

Prior
to receiving any assistance from DSS, a student must present documentation
from a qualified professional source. The CSU Office of the Chancellor
provides the policy for verification of a disability as follows: "...
a professionally verified disability means a condition certified
by a licensed physician, psychologist, audiologist, speech
pathologist, rehabilitation counselor, learning disability specialist,
or other appropriate professional."

How do I refer a student to DSS?

Faculty
members are encouraged to refer students, whom they suspect may
have a learning disability, to the SBP office or students with a
physical or other functional disability to the DSS office. See Quick
Reference to DSS Personnel Services or call extension 55401.

How do I verify the eligibility of a student who simply tells me that
he or she is disabled and requires accommodations?

All students eligible to receive services from DSS have presented necessary
documentation to our office, or have been assessed and verified
by our staff. Each student should also present a DSS Student Teacher
Testing Agreement Form to each professor (see appendices). We will be happy to verify their
eligibility if you call our office.

Will most disabled students (who are already aware of their disability)
identify themselves to their professor at the beginning of the semester?

Students
who use DSS support services are directed to meet with individual
professors during office hours at the beginning of the semester
in order to discuss how their disability may impact on the specific
course. Some students choose not to identify themselves, thereby
choosing not to utilize recommended class/test modifications, for
various reasons. Other students may be involved in a learning disability
assessment for much of the semester, and may find they are eligible
for support services in the middle, or even at the end of the semester.
It is important to realize that any student requesting classroom
accommodations must make reasonable accommodation requests for appropriate
accommodations. DSS will work with you to help establish what is
"reasonable."

How are accommodations determined for each learning disabled student?

Modifications
are determined on an individual basis, after considering the specific
learning disability, the course requirements, and past academic
experiences. Modifications are not to give the learning disabled
student a competitive edge, but to eliminate any disadvantage.